Defining Excellence in "Meno"

Defining Excellence in "Meno"

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In Plato’s Meno, Socrates purposefully uses ignorance and irony to insufficiently define excellence for Meno. Initially, Meno argues a particular definition, which is a universally inconsistent proof, is sufficient to define excellence. However, Socrates asserts that the definition of excellence must be consistent and applicable to all individuals, by comparing individuals in a society to bees in a colony. Socrates demonstrates the failure of a particular proof to define all constituents of a group. In order to exemplify the errors of inconsistent and universally inapplicable definition, Socrates uses a universally inconsistent proof to erroneously assert a figure is not a shape. Socrates purposefully applies an inconsistent proof to…show more content…

This assumption reflects a folly in Meno’s logic because his inquiry was into a single definition of excellence. Socrates ironically guides Meno by generating questions that relate to excellence as a universally consistent value. Socrates inquires if “bees [are] all no different from one another, but the same?” (Meno, pg 100, ln 72b). By answering “yes”, Meno perpetuates Socrates’ use of irony. Socrates knows the definition of excellence, but he is going to make Meno arrive at a resolution by himself. Socrates coerces Meno to agree that a bee colony is defined by a universally consistent definition of excellence. Socrates continues his deliberate inquiry by asking Meno “do you think health is different in a man and a woman?” (Meno, pg 100, ln 72e). Once again, Meno considers Socrates’ inquiry and concludes that health must be equal for all human beings. Socratic irony compels the student to examine an argument and consider its validity. Meno agrees with Socrates that formerly individual entities, like human health and bees, can be defined by the same confines. Therefore, a distinct entity, like excellence in human beings, can be defined by a consistent and universal definition. Excellence can be defined under a single proof applicable to all human characteristics because human health is not differentiable. As a result a result of Socratic irony, Meno should abandon distinct definitions of excellence and consider a universal definition. Socratic irony forces Meno to

Meno was a student of Gorgias, and he has a long discussion with Socrates about what virtue is. Socrates and Meno wonder if virtue can be taught, Meno proposes that it may be a result of practice or an inherent trait, but before they can answer that question they first need to agree on what virtue is. Meno makes multiple attempts at a description of virtue and Socrates points out potential problems. A definition of virtue is not settled, which leads to the discussion about the problem of learning…

There is not a great deal of context that is crucial to understanding the essential themes of the Meno, largely because the dialogue sits nearly at the beginning of western philosophy. Socrates and Plato are working not so much in the context of previous philosophies as in the context of the lack of them. Further, this is very probably one of Plato's earliest surviving dialogues, set in about 402 BCE (by extension, we might presume that it represents Socrates at a relatively early stage in his own…

"Socrates, can virtue be taught?"1 The dialogue begins with Meno asking Socrates whether virtue can be taught. At the end of the Meno (86d-100b), Socrates attempts to answer the question. This question is prior to the division between opinion and knowledge and provides to unsettle both. Anytus participated in Socrates and Meno conversation about virtue. Socrates claims that if virtue is a kind of knowledge, then it can be learned. If it is something besides a kind of knowledge, it perceptibly cannot…

In the text of the Meno by Plato, the dialogue develops and attempts to answer the question of what virtue is, and whether it is teachable. The paradox explained can be used to discuss merely anything, and we can thus say that either one knows or does not know. If a person knows, then they cannot investigate or question their knowledge. However, if a person does not know, they cannot inquire about it which means a person cannot question for not knowing what they do not know. Plato goes ahead and…

Can Virtue be Acquired?
An Examination of the Laches, Meno, and Protagoras
In the Socratic dialogues of Plato, Socrates often argues against the pretence of knowledge in his interlocutors. In the case of the Laches, Meno, and Protagoras dialogues, the pretence is the knowledge of virtue, among other things. The Laches seeks a definition of arête (virtue), the Meno examines the teaching of virtue, and the Protagoras offers a known expert the chance to defend that virtue can, indeed, be taught. Using…

The dialogue opens up with Meno asking what virtue is and whether it could be taught. Socrates asks Meno for a general definition of virtue, since as Socrates points out, we cannot figure out if virtue can be taught if we do not have a clear idea what it is. Socrates is looking for a general, or formal definition of virtue, not just examples or instances of it. Socrates wants to know what all the examples of virtue have in common. He wants to know the essence of virtue. Meno initially offers a list…

In Plato’s Meno and in Friedrich Nietzsche’s On Truth And Lie In An Extra-Moral Sense, both writers touch upon the theme of “truth” and “knowledge”. In Meno, Plato writes of a dialogue between his late mentor, Socrates and politician Meno. In the Meno dialogue, through a dialectical method, Socrates’s manages to prove to Meno he knows nothing of virtue while On Truth And Lie In An Extra-Moral Sense, Nietzsche analyzes how language isn’t “truth” and Knowledge is an invention as a means of survival…

should not allow circumstances or problems to make us react in manner that is unethical or immoral. It is important to treat others with dignity and respect at all times if we want to receive dignity and respect in return.
The final component of the Meno definition of was wisdom, which is, the possession of knowledge and good sound judgment. Wisdom is important because the knowledge gained and experiences learned from over the years have helped me to develop the tools to handle the different challenges…

Plato’s dialogue the Meno explores the question of whether virtue can be taught. This dialogue provides no contextual setting like other early dialogues do, and instead it begins suddenly with Meno putting forth the question of whether virtue is teachable. Unlike earlier dialogues that mostly revolved around Socrates questioning and refuting an interlocutor who claimed to know something, though the Meno does this to an extent in the beginning, Socrates attempts to offer a potential positive solution…

In the Meno, Socrates and Meno discuss the nature of virtue, the process of acquiring knowledge, and also the concept of the teachability of virtue. Throughout the text, Meno suggests many varying definitions for virtue, all of which Socrates is able to dismantle. The point is also raised that it may be impossible to know about something that was not previously understood, because the searcher would have no idea what to be looking for. To dispute this, Socrates makes a point that all knowledge…